Program evaluation of an integrated basic science medical curriculum in Shiraz Medical School, using CIPP evaluation model
Journal Title: Journal of Advances in Medical Education and Professionalism - Year 2017, Vol 5, Issue 3
Abstract
Introduction: In recent years curriculum reform and integration was done in many medical schools. The integrated curriculum is a popular concept all over the world. In Shiraz medical school, the reform was initiated by stablishing the horizontal basic science integration model and Early Clinical Exposure (ECE) for undergraduate medical education. The purpose of this study was to provide the required data for the program evaluation of this curriculum for undergraduate medical students, using CIPP program evaluation model. Methods: This study is an analytic descriptive and triangulation mixed method study which was carried out in Shiraz Medical School in 2012, based on the views of professors of basic sciences courses and first and second year medical students. The study evaluated the quality of the relationship between basic sciences and clinical courses and the method of presenting such courses based on the Context, Input, Process and Product (CIPP) model. The tools for collecting data, both quantitatively and qualitatively, were some questionnaires, content analysis of portfolios, semistructured interview and brain storming sessions. For quantitative data analysis, SPSS software, version 14, was used. Results: In the context evaluation by modified DREEM questionnaire, 77.75%of the students believed that this educational system encourages them to actively participate in classes. Course schedule and atmosphere of class were reported suitable by 87.81% and 83.86% of students. In input domain that was measured by a researcher made questionnaire, the facilities for education were acceptable except for shortage of cadavers. In process evaluation, the quality of integrated modules presentation and Early Clinical Exposure (ECE) was good from the students’ viewpoint. In product evaluation, students’ brain storming, students’ portfolio and semi-structured interview with faculties were done, showing some positive aspects of integration and some areas that need improvement. Conclusion: The main advantage of assessing an educational program based on CIPP evaluation model is that the context, input, process and product of the program are viewed and evaluated systematically. This will help the educational authorities to make proper decisions based on the weaknesses and strengths of the program on its continuation, cessation and revision. Based on the results of this study, the integrated basic sciences course for undergraduate medical students in Shiraz Medical School is at a desirable level. However, attempts to improve or reform some sections and continual evaluation of the program and its accreditation seem to be necessary.
Authors and Affiliations
AZADEH ROOHOLAMINI, MITRA AMINI, LEILA BAZRAFKAN, MOHAMMAD REZA DEHGHANI, ZOHREH ESMAEILZADEH, PARISA NABEIEI, RITA REZAEE, JAVAD KOJURI
Keywords
Related Articles
- EP ID EP237196
- DOI -
- Views 76
- Downloads 0
Develop talents to increase productivity: report of the ninth national medical science olympiad in Islamic Republic of Iran in year 2017
Extracurricular activities for the gifted and talented students in Iran derive from the belief that students with high potentials are expected to make great help for the health care of the community. One of these activit...
Strategies to curb young researchers from predatory publishers
This letter addresses the current scenario of predatory publishers in the medical field and strategies to curb young researchers from predatory publishing. Today, the increasing trend and magnitude of predatory publisher...
Online formative assessments: exploring their educational value
Introduction: Online formative assessments (OFA’s) have been increasingly recognised in medical education as resources that promote self-directed learning. Formative assessments are used to support the self-directed lear...
A multiple-mini interview (MMI) for emergency medicine residency admissions: A brief report and qualitative analysis
Introduction: A multiple-mini interview (MMI) is a type of structured interview, which may assess many non-cognitive domains in residency applicants. There are few studies on MMI during the emergency medicine (EM) reside...
Considering social accountability in rehabilitation therapy school
As you know, there is increasing attention in social accountability concept for medical and other health professional schools. Despite the uniqueness of the concept of social accountability, it has different definitions...